scholarly journals FULLFILLMENT OF DISABILITY RIGHTS BASED ON DEFINITIONS, LEGAL BASIS, CRITERIA, AND AIMS OF INCLUSIVE EDUCATION IN INDONESIA

2021 ◽  
Vol 2 (3) ◽  
pp. 287
Author(s):  
Gardiana Karya ◽  
Insiatun Insiatun ◽  
Nindya Ayu Rizqianti ◽  
Putri Kartika Ningsih ◽  
Ediyanto Ediyanto ◽  
...  
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Equal Opportunity ◽  
Legal Basis ◽  
Special Needs Students ◽  
Concept Understanding ◽  
Regular School ◽  
Educational Rights ◽  
Equal Education ◽  
International Regulations

One of the Indonesian government's efforts to provide equal education for disabilities is by implementing inclusive education. Inclusive education gives special needs (SEN) students have the same opportunity to get education together in class with the typical students of their age and obtain equal education services. So, inclusive education concept understanding is needed to provide information about inclusive education. Therefore, this article's arrangement provides information about inclusive education's definition, legal basis, characteristics, and aims. The current study method used a literature review of five books and 17 articles. It showed that inclusive education is the education service given to the unique needs students to have equal opportunity to school in the regular school and obtain equal service. The implementation of inclusive education had been regulating by international regulations and, in more detail, regulated by Indonesian government regulations. The characteristics of inclusive education must consider the interests of the disabilities and their flexibility to create an education that could run well and lasts long. In addition to imposing equal educational rights without any differentiation and optimizing special needs students' potential, inclusive education could also increase the interaction of special needs students.

scholarly journals TEACHERS’ ATTITUDES TO SPECIAL NEEDS STUDENTS IN ENGLISH LANGUAGE TEACHING

2020 ◽  
Vol 8 (2) ◽  
pp. 37-45
Author(s):  
Firman F ◽  
Friscilla Wulan Tersta ◽  
Cicyn Riantoni ◽  
Fellicia Ayu Sekonda
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Teaching And Learning ◽  
English Language ◽  
Structured Interview ◽  
Research Subjects ◽  
Special Needs Students ◽  
Teaching Aids ◽  
The Government ◽  
Teachers Attitudes

The purpose of the study: This study aimed to investigate the teachers' attitudes to special needs students and also the contribution that will be useful in inclusive education. Methodology: This study used qualitative methods. The research subjects were five general teachers who teach students with special needs in inclusive education in Jambi, Indonesia. The sampling procedure was used for purposive sampling. The data were collected by a semi-structured interview with five teachers from different backgrounds of teaching. The recorded interview data were transcribed. The documents were then studied, labelled, and elucidated comprehensively. Main Findings: The result of the research revealed that teachers’ attitude to special need students is good. In addition, the contribution of the teachers’ attitudes is formed from this research, such as the transformation of the value of each student, the strategies of the teachers like seating arrangement, the using of the different curriculum, teaching aids and rapport. Applications of this study: To achieve education for all and education equality, the government in Indonesia increases the number of inclusive education. The findings of this research are expected to add new knowledge to the scope of inclusive education especially in EFL contexts. Theoretically, the results of this study are expected to provide some references and contributions for the study on special needs students in inclusive education. Novelty/Originality of this study: This issue becomes a new atmosphere for teachers, especially for EFL teachers in teaching the various students. It is essential to know teachers' attitudes to special needs students in the context of inclusive education because that aspect will be piloting to the contribution of the teaching and learning process.

scholarly journals Organization of the inclusive education of children with special needs in Ukraine: modern accentuations

2020 ◽  
pp. 140-160
Author(s):  
Валентина CЕРГЕЄВА
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Educational Environment ◽  
Quality Education ◽  
Education For All ◽  
Children With Special Needs ◽  
Legal Basis ◽  
High Quality ◽  
High Quality Education ◽  
Educational Paradigm

 The article highlights topical and top-priority issues of inclusive education implementation in Ukraine. Pedagogical inclusion is regarded as an educational paradigm based on the principles of equality, accessibility, and the guarantee of high-quality education for all, which is a fundamental imperative of its effective functioning, and one of the most beneficial forms of education for the children with special needs. The study analyzes the definitions of the basic categories of the issue and the legal basis for ensuring the organization of the inclusive educational environment. The emphasis is laid on the organizational aspects of inclusive education implementation in the institutions of pre-school and general secondary education.

scholarly journals Investigating Views and Practices of Music Teachers’ about Inclusive Education

2018 ◽  
Vol 6 (11) ◽  
pp. 83 ◽  
Author(s):  
Zühal Dinc Altun ◽  
Gülçe Eyüpoğlu
Keyword(s):  
Special Education ◽  
Special Needs ◽  
Inclusive Education ◽  
Music Teachers ◽  
Structured Interview ◽  
Research Approach ◽  
Special Needs Students ◽  
Special Education Needs ◽  
School Music ◽  
Education Needs

This study aims to investigate music teachers’ views on the education of special needs students (inclusive) in their classes. The study was carried out within the qualitative research approach and designed as a case study. Views of five middle and one high school music teachers who have special needs students in their classes were taken for investigation. The purposeful sampling method was used for creating the study group. Qualitative data was collected through the use of a semi-structured interview technique which was designed by the researchers. During the interviews, teachers were asked open-ended questions such as how they integrate special needs students into music classes, what they think about the environment of schools for special education needs students, the sufficiency of education taken during faculty years about special education. Obtained data was analysed through content analysis. In the analysis themes and categories were created and findings were presented in tables. In order to support findings, direct quotations from teacher conversations were also included. According to the results of the study, it is determined that music teachers are inadequate in terms of having related knowledge and skills for educating special needs students in their classrooms. In addition, it was found that music teachers do not prepare individual education programs for special needs students but carry on with the present curriculum and they mentioned that the training on special needs given during faculty years was inadequate. At the end of the study, some recommendations were made for improving the quality and productivity of music lessons of music teachers for special education needs students.

scholarly journals Teaching Methods Used by Teachers in Primary Schools Inclusive

2019 ◽  
Vol 3 (1) ◽  
pp. 38-47
Author(s):  
Veronika Veronika
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Teaching Methods ◽  
Primary Schools ◽  
Descriptive Study ◽  
Educational Equality ◽  
Normal Children ◽  
Equal Education ◽  
Child Friendly ◽  
To Receive

This study aims that all children with special needs get the same rights to receive equal education in class together with their age friends. This research is a descriptive study, which seeks to describe the events that exist in the world of education, especially in terms of channeling knowledge to students. The type of research used in this study is qualitative research. The techniques used in collecting data are interview techniques and direct observation in schools. Education and diversity cannot be separated, what needs to be known is how education is able to unite differences by providing good educational equality. Good for normal children and those with special needs. The purpose of education is to encourage good change, both for individuals, groups and even groups. Inclusive education is child-friendly education, which means that from every system that services are provided to students who have learning disabilities or special needs to learn in ordinary class schools along with their friends.

scholarly journals Involvement and Challenges of School Guidance and Counselling Teacher Towards Special Needs Students

2017 ◽  
Vol 2 (2) ◽  
pp. 1-10
Author(s):  
Norafifah Bali ◽  
Mohamad Hashim Othman
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Education Program ◽  
Relevant Information ◽  
Structured Interview ◽  
Special Needs Students ◽  
Counselling Services ◽  
School Guidance ◽  
Special Education Program ◽  
Mainstream Students

Implementation of guidance and counselling services in schools requires School Guidance and Counselling Teachers (SGCT) to provide this services to all students, whether the mainstream students or Special Needs Students (SNT), as outlined in the Buku Rekod Perkhidmatan Bimbingan dan Kaunseling (Guidance and Counselling Services Record Book). This situation has challenged SGCT especially in meeting the specific needs of SNT. This raises questions regarding the involvement of SGCT in providing guidance and counselling services especially to SNT as well as challenges faced in implementing such services. Therefore, a qualitative study has been conducted to answer the questions. This study involved six SGCT who serve in schools that adopt the Integrated Special Education Program or the Inclusive Education Program. Semi-structured interview questions have been used to obtain relevant information. The finding of this study shows that there are direct and indirect SGCT's involvements with SNT. While the challenges that GBKS face in carrying out guidance and counselling services are divided into three themes, namely the challenges characterized by SGCT, challenges characterized by SNT and challenges characterized by the Organization. The findings of this study can provide information on the implementation of guidance and counselling services to SNT and can be used as an improvement of the existing guidelines to increase the involvement of SGCT in providing guidance and counselling services especially to SNT.

scholarly journals Involvement and Multicultural Counselling Competency Among School Guidance and Counselling Teacher Towards Special Needs Students

2017 ◽  
Vol 2 (1) ◽  
pp. 44-52
Author(s):  
Norafifah Bali ◽  
Mohamad Hashim Othman
Keyword(s):  
Special Education ◽  
Special Needs ◽  
Inclusive Education ◽  
Education Program ◽  
Structured Interviews ◽  
Special Needs Students ◽  
Unique Challenge ◽  
Counselling Services ◽  
Multicultural Counselling ◽  
School Guidance

chool Guidance and Counselling Teachers who involved in the Integrated Special Education Program and the Inclusive Education Program are facing unique challenges. This unique challenge is due to their responsibility in providing guidance and counselling services to two groups of client, the mainstream students and the Special Needs Students. Previous study found that School Guidance and Counselling Teachers were less involved in providing guidance and counselling services to Special Needs Students and their counseling competence towards Special Needs Students level was indicated from low to moderate. Therefore, further studies on involvement and competencies need to be implemented. A qualitative research methodology such as Multiple Case Studies is the ideal research design for this study. There are two proposed methods of data collection, semi structured interviews and document analysis. The results of this study will contribute to the Multicultural Counselling Model in the Special Education setting and the improvement of the guideline of guidance and counselling

scholarly journals Implementasi Pendidikan Inklusif Pada Lembaga Pendidikan Anak Usia Dini Di Indonesia

2020 ◽  
Vol 4 (02) ◽  
Author(s):  
Syahria Anggita Sakti ◽  
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Special Needs ◽  
Inclusive Education ◽  
Education System ◽  
Early Age ◽  
Children With Special Needs ◽  
Childhood Education ◽  
Equal Education ◽  
Inclusive Learning

This study aims to analyze the extent of the implementation of inclusive education in early childhood education institutions in Indonesia. Inclusive education at an early age begins by accommodating the needs of children, identifying the special needs of children, and mapping the development potential and barriers of children now and in the future. Inclusive education provides opportunities for children with special needs to get an equal education. The practice of the inclusive education system implemented at the level of early childhood education still leaves problems, the implementation of inclusive education which is apparently still not inclusive. The issue of educators, supporting facilities, and inclusive education curricula in early childhood education institutions is also not yet capable Inclusive education in Indonesia must involve parents, teachers and the environment, the implementation of inclusive education in Indonesia leads to the goal of inclusive learning that provides the broadest opportunities- breadth to all children including children with special needs to get proper education in accordance with their needs.

scholarly journals Kebijakan Pemerintah Terhadap Pendidikan Inklusif

2018 ◽  
Vol 1 (3) ◽  
pp. 1-15
Author(s):  
Angga Saputra
Keyword(s):  
Mental Retardation ◽  
Special Needs ◽  
Inclusive Education ◽  
The Other ◽  
Educational Services ◽  
Children With Special Needs ◽  
Homeless Children ◽  
Regular School ◽  
The Government ◽  
Teachers And Parents

Inclusive education is the education given to students who have the disorder, has the potential intelligence and special talents. Also children are not able to learn for one thing: disability, autism, mental retardation, homeless children, the other had the talent and potential. Inclusive education is a system of educational services for children with special needs in the regular school education and this should be done as early as possible. This is in accordance with the policy internationally and nationally as stipulated in Law No. 20 of 2003 on article 32 and Permendiknas number 70 of 2009, by providing opportunities and opportunities for children with special needs to acquire education in schools regular ranging from elementary school, School junior High and High School / Vocational. The success of inclusive education will depend on the cooperation of the government, teachers and parents together.

scholarly journals LEARNING PROCESS IN INCLUSIVE PRIMARY SCHOOL

2019 ◽  
Author(s):  
Lanny Anggraini ◽  
Zulfiati Syahrial ◽  
Robinson Situmorang
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Learning Process ◽  
Primary Schools ◽  
Best Practice ◽  
Equal Opportunity ◽  
Regular Class ◽  
Depth Interview ◽  
District Government ◽  
Evaluation Of Learning

Learning Process in Inclusive Primary SchoolLanny Anggraini, Zulfiati Syahrial, Robinson SitumorangJakarta Stated UniversityAbstractInclusive education is one of the innovation in educational system in order to reach education for all (EFA).It is very important part of equal opportunity in education.The objectives of this research are describing: inclusive education learning process and The evaluation of learning outcome of special needs student. The methodology of this study is using descriptive qualitative. The research was held in government primary schools in DKI Jakarta which held inclusive education. Techniques of Collecting data were using in depth interview, observation, and documentation study. The validity of instruments are using construct validity and technique of data analysis in qualitative research is using interactive model by Miles and Huberman which consist of of three steps, namely data collecting/data reduction, data presentation, and drawing conclusions with verification. Validity of data is done by triangulation data of techniques and resources.The results of these study are; (1) Learning process including class administration, and the curriculum as equal as regular class; (2) The learning outcomes process for special needs student as equal as the reguler class and it is lower than the reguler students. Therefore, the recommendation needed that should be synergized and collaboration among the central and district government, the society and school for improving inclusive education, including assessment policy, socialization, training for the teachers, teachers for special education recruitment, and sharing best practice among them.

scholarly journals Implementation of Inclusion Education Program in the Junior High School 4 at Praya

2019 ◽  
Vol 6 (3) ◽  
pp. 977
Author(s):  
Nida Smith ◽  
A. Hari Witono ◽  
Fahruddin Fahruddin
Keyword(s):  
High School ◽  
Special Needs ◽  
Inclusive Education ◽  
Junior High School ◽  
Junior High ◽  
Communication Disorders ◽  
Education Programs ◽  
Special Needs Students ◽  
Students With Special Needs ◽  
Regular Class

This study aims to determine the management model and identify obstacles in the implementation of inclusive education programs at Junior High School 4 in Praya. This study uses a descriptive qualitative approach with a case study method (casy study). Data collection techniques are carried out using in-depth interviews, participatory observation, and document studies. Sources of research data are principals, deputy principals, special escort teachers and counseling teachers. Furthermore, data analysis is carried out through the steps of data reduction, data presentation, and conclusion drawing. The results of the research found in Junior High School 4 at Praya relating to the management of inclusive education there were 18 special needs students who had various abnormalities and obstacles, namely; 13 students were slow to learn, 1 low vision person, 1 mentally retarded person, 1 hearing impaired and 1 person had communication disorders. These problems often experience obstacles in the management of curriculum modification, between the curriculum of regular students with special needs students (PDBK), there is only 1 special assistant teacher who serves special needs students, lack of facilities and infrastructure that support the implementation of inclusive education programs in Junior High School 4 at Praya. The model of inclusive education applied in Junior High School 4 at Praya is a regular class model with full out, namely students with special needs learning with other children (normal) in the regular class and developing their talents and interests by special tutors so that students can develop optimally according to skills possessed.

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